Read Aloud and Shared Reading During the Literacy Block

38 Pages·2017·1.99 MB·English

2017 EARLY LITERACY
SUMMER INSTITUTE

Read Aloud and Shared Reading During the Literacy Block
Today’s Agenda
•  Welcome/ Introductions
•  Agenda, Desired Outcomes, Norms
•  Why Read Aloud?
•  Intentionally Planned Read Alouds
•  Shared Reading
•  Reflection
Desired Outcomes
•  Distinguish between Read Aloud and Shared Reading
•  Understand how to conduct a Read Aloud in order to focus on
vocabulary development, and comprehension skills
•  Understand how to conduct Shared Reading in order to focus
on vocabulary development, and comprehension skills
•  Identify texts that are appropriate for Read Alouds and texts
that are appropriate for Shared Reading (including grade level
anthology)
•  Understand how to pair literary and informational texts
•  Be familiar with how the PA Core Speaking and Listening
Standards should inform teacher planning for Read Aloud and
Shared Reading
Gradual Release of Responsibility
From Teacher

Instructional Practice #3
Lessons characterized by knowledge of student
ability and gradual release of responsibility (from
teacher dependence to student independence)

Danielson Correlation:
1b, 1e, 1f, 2a, 2c, 3a, 3b, 3c, 3d, 3e, 4a

To Student
Icebreaker
•  Tell the group your favorite book to read aloud
•  Have a pen and paper nearby to write down some new to
you titles!
Why Read Aloud?
•  Read alouds are powerful because they serve so many
instructional purposes—to motivate, encourage, excite,
build background, develop comprehension, assist children
in making connections, and serve as a model of what
fluent reading sounds like. During a read aloud, a teacher
reads a text aloud, and students are enveloped in a risk-
free learning environment that removes the pressure of
achievement and the fear of failure, allowing the freedom
to wonder, question, and enjoy material beyond their
reading abilities.
-Leadership Compass, Spring 2008
What are we teaching in a read aloud?
The love of reading!
What are we teaching in a Read
Aloud?
Comprehension Strategies
§  Making Connections (Prior Knowledge)
§  Questioning (The Text)
§  Visualizing (Creating Mental Images)
§  Determining Importance
§  Monitoring Comprehension
§  Inferring
§  Synthesizing
What are we teaching in a Read Aloud?
Vocabulary

Vocabulary is the key to comprehension, and
• 
must be taught in engaged, meaningful contexts.
Teachers must plan to teach certain, well-
• 
chosen words in explicit ways.
Not all words are created equal – which words
• 
will most advance children’s learning?
What are we teaching in a read
aloud?
Fluency
•  Accuracy
•  Automaticity
•  Prosody (Phrasing and Expression)